kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.18.1.03kvmolur-33Research ArticleСтатьиИсследование влияния синхронной и асинхронной компьютерной обратной связи от одногруппников на развитие письменной речи кандидатов IELTSInvestigating the Effect of Synchronous and Asynchronous Computer-Mediated Peer Feedback on IELTS Candidates’ Writing Development and Interactionshttps://orcid.org/0000-0002-4573-1080ХассаниД. Б.HassaniJ. B.

Джавад Бойер Хассани

Исфахан

Javad Boyer Hassani

Isfahan

javadboyer@gmail.comhttps://orcid.org/0000-0002-6701-8366ЧалакА.ChalakA.

Азизех Чалак

Исфахан

Azizeh Chalak

Isfahan

azichalak@gmail.comhttps://orcid.org/0000-0002-9360-1555ТабризиХ. Х.TabriziH. H.

Хоссейн Хейдари Табризи

Исфахан

Hossein Heidari Tabrizi

Isfahan

heidaritabrizi@gmail.comИсламский университет АзадИранIslamic Azad UniversityIslamic Republic of Iran2023300920251812642Copyright © Хассани Д.Б., Чалак А., Табризи Х.Х., 20252025Хассани Д.Б., Чалак А., Табризи Х.Х.Hassani J.B., Chalak A., Tabrizi H.H.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/33

В настоящем исследовании изучалось влияние синхронной и асинхронной компьютерной обратной связи от одногруппников на развитие письменной речи кандидатов IELTS. При помощи случайной выборки были отобраны 132 студента из шести групп, проходящих обучение в английском языковом центре. Участники исследования были разделены на три равные группы: две экспериментальные, учащиеся которых получали синхронную и асинхронную компьютерную обратную связь, и одну контрольную. Данные были получены с помощью пробного теста на знание английского языка и шкалы синхронного и асинхронного оценивания письменного текста. Для статистического анализа данных использовались однофакторный дисперсионный анализ (ANOVA) и критерий хи-квадрат. Было выявлено, что обратная связь, полученная по компьютеру, оказалась эффективнее традиционной формы обратной связи в виде комментариев, сделанных на полях тетради. Участники асинхронной группы успешно справились с заданиями, чем студенты синхронной группы. Результаты также выявили, что чаще всего частники обеих экспериментальных группы использовали директивный вид обратной связи. Однако в частоте использования различных видов директивной обратной связи были расхождения. В синхронной группе студенты, как правило, использовали рекомендации и предложения, в асинхронной группе чаще использовалась обратная связь в виде инструкций. С учетом полученных результатов учителям рекомендуется использовать асинхронную обратную связь, чтобы повысить качество письменной речи учащихся.

The present study investigated the effect of synchronous and asynchronous computer-mediated peer feedback on IELTS candidates’ writing improvement and interactions. In so doing, 132 IELTS candidates from an English language center in six writing classes were chosen based on the convenience sampling procedure. They were split into three equal groups: two experimental groups that were instructed through synchronous peer feedback and asynchronous computer-mediated feedback and one control group. The data were collected using a sample English language proficiency test and synchronous and asynchronous media writing scoring rubric. One-way ANOVA and Chi-square test were applied for the statistical analysis of the data. It was revealed that L2 learners benefited more from the computer-mediated peer feedback than conventional paper and pencil peer feedback. Further, the participants in the asynchronous group noticeably exceeded the IELTS candidates in the synchronous group. The results also showed that the most frequent feedback in both experimental groups was directive feedback. However, there were some discrepancies in the frequency of various directive subcategories. Suggestion was the most frequent directive subcategory reported by the synchronous group and instruction feedback was the most repeated one in the asynchronous group. On the basis of the findings of the study, instructors were advised to employ asynchronous feedback whenever possible to maximize their learners’ writing accuracy.

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The authors declare that there are no conflicts of interest present.